Murtonen, Mari and Gruber, Hans and Lehtinen, Erno (2017) The return of behaviourist epistemology: A review of learning outcomes studies. EDUCATIONAL RESEARCH REVIEW, 22. pp. 114-128. ISSN 1747-938X, 1878-0385
Full text not available from this repository. (Request a copy)Abstract
Learning outcomes as a concept has encountered a revival since the beginning of the Bologna process in 1999. The concept itself has a longer history with its roots in the behaviourist tradition of the 1960s. The goal of this review is to study how the historical roots of learning outcomes are noted in current research articles since the launch of the Bologna process and whether the concept of learning outcomes is used critically or uncritically. The review of 90 articles shows that the behaviourist tradition is still evident in the 21st century research with 29% of the articles directly and 11% indirectly referring uncritically to the respective publications or to the behaviourist epistemology. Only a minority of the articles, i.e. 8%, was found to be critical towards the behaviourist meaning of learning outcomes. (C) 2017 The Authors. Published by Elsevier Ltd.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | HIGHER-EDUCATION; PROGRAM; DISCIPLINES; CHALLENGES; UNIVERSITIES; PERSPECTIVE; STANDARDS; KNOWLEDGE; CRITERIA; THINKING; Behaviourism; Behaviourist epistemology; Bloom's taxonomy; Higher education; Learning outcomes |
| Subjects: | 300 Social sciences > 370 Education |
| Divisions: | Human Sciences > Institut für Erziehungswissenschaften > Lehrstuhl für Pädagogik III (Prof. Dr. Hans Gruber) |
| Depositing User: | Petra Gürster |
| Date Deposited: | 14 Dec 2018 13:19 |
| Last Modified: | 10 Sep 2020 09:14 |
| URI: | https://pred.uni-regensburg.de/id/eprint/1877 |
Actions (login required)
 |
View Item |
